Uncovering the Dynamics of Interactive Roles in MOOC Online Learning Communities: A Two-Mode Network Analytical Approach

This study explores the dynamic evolution of interactive roles in MOOC discussion forums using a dual-mode social network analysis (SNA) framework. Existing research has predominantly neglected the temporal progression of learners' roles and the complex interplay between participants and topics in heterogeneous networks. By analyzing data from a Health Law course, we reveal how learner roles shift across phases, from instructor-driven to peer-driven interactions. Our findings highlight the emergence of distinct roles—Influencers, Activists, Regulars, and Peripherals. A three-phase model (Ice-Breaking → Propulsion → Flourishing) emerges, driven by dual mechanisms: content activation (topic engagement) and social activation (role repositioning). The study contributes to understanding MOOCs as adaptive systems, offering insights into designing more dynamic, decentralized learning environments.